\r\n\t(i) Quantum dots of very high-quality optical applications, Quantum dot light-emitting diodes (QD-LED) and ‘QD-White LED’, Quantum dot photodetectors (QDPs), Quantum dot solar cells (Photovoltaics).
\r\n\r\n\t(ii) Quantum Computing (quantum bits or ‘qubits’), (vii) The Future of Quantum Dots (broad range of real-time applications, magnetic quantum dots & graphene quantum dots), Superconducting Loop, Quantum Entanglement, Quantum Fingerprints.
\r\n\r\n\t(iii) Biomedical and Environmental Applications (to study intracellular processes, tumor targeting, in vivo observation of cell trafficking, diagnostics and cellular imaging at high resolutions), Bioconjugation, Cell Imaging, Photoelectrochemical Immunosensor, Membranes and Bacterial Cells, Resonance Energy-Transfer Processes, Evaluation of Drinking Water Quality, Water and Wastewater Treatment, Pollutant Control.
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Thirumalai received his Ph.D. from Alagappa University, Karaikudi, He was also awarded the Post-doctoral Fellowship from Pohang University of Science and Technology (POSTECH), the Republic of Korea. His research interests focus on luminescence, self-assembled nanomaterials, and thin-film optoelectronic devices. He has published more than 60 SCOPUS/ISI indexed papers and 11 book chapters, edited 4 books, and member of several national and international societies like RSC, OSA, etc. His h-index is 19.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"99242",title:"Prof.",name:"Jagannathan",middleName:null,surname:"Thirumalai",slug:"jagannathan-thirumalai",fullName:"Jagannathan Thirumalai",profilePictureURL:"https://mts.intechopen.com/storage/users/99242/images/system/99242.png",biography:"Dr. J. Thirumalai received his Ph.D. from Alagappa University, Karaikudi in 2010. He was also awarded the Post-doctoral Fellowship from Pohang University of Science and Technology (POSTECH), Republic of Korea, in 2013. He worked as Assistant Professor of Physics, B.S. Abdur Rahman University, Chennai, India (2011 to 2016). Currently, he is working as Senior Assistant Professor of Physics, Srinivasa Ramanujan Centre, SASTRA Deemed University, Kumbakonam (T.N.), India. His research interests focus on luminescence, self-assembled nanomaterials, and thin film opto-electronic devices. He has published more than 60 SCOPUS/ISI indexed papers and 11 book chapters, edited 4 books and member in several national and international societies like RSC, OSA, etc. Currently, he served as a principal investigator for a funded project towards the application of luminescence based thin film opto-electronic devices, funded by the Science and Engineering Research Board (SERB), India. 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Science and technology have an important role in the economic development of India. Compared to other developed countries, India has more youth manpower. Proper education will play a significant role in making youth future-ready and increasing economic growth by providing skilled persons which will also boost industrial development. In the modern era of education, every institution or university is adapting new teaching methods using their teaching methodologies. Indian education is the biggest and well-known education systems in the world. During ancient education, there were 5 big well-known universities like Takshashila, Nalanda, Vallabhi, etc., which focus on the all-round development of students and those in the medieval period there exists 2 institutions madrasah and maqtabs which mostly focus on building student religious and leaders of the future. In modern education, there are well known autonomous institutes like IITs and IIMs which are famous all around the world.
During ancient education, students live away from their parents, their education comprises of subjects like physical education, mental education, politics, economics, etc. They were shaped in a way that they can live in any condition considering how difficult the situation will be? Medieval education also followed the same protocol as ancient education in spite that their education mostly focuses on religion. In today’s modern era of big institutes like the Indian Institute of Technology (IITs) and Indian Institute of Management (IIMs), everything is changed like the living standard of students, curriculum, all-round development. The principle objective of the student has been to just achieve its goal and be successful. Only the big institutes like IITs, IIMs, and some other private and aided universities have adopted modern methods of learning. There is a difference in curriculum, teaching methods, and living standards of students in every institute. The syllabus of the current education system is not industry-oriented and also not according to new upcoming trends. The main objective of education is mostly theoretical and not practically implemented [1].
The main purpose of this paper is to convey what all the things need to adopt in our current education system from ancient and medieval times and also some new trends associated with it. The paper is mainly categorized into three sections Ancient, Medieval and Modern education system, including sub-sections such as curriculum, method of learning, the aim of education, characteristics of education, educational institutes, higher educational institutes, advantages, and disadvantages of the particular education system.
During the ancient period, two systems of education were developed, Vedic, and Buddhist. The medium of language during the Vedic system was Sanskrit, while those in the Buddhist system were pali. During those times the education was of Vedas, Brahmanas, Upnishads, and Dharmasutras. From the Rigveda onwards, our ancient education started with the objective of developing the students not only in the outer body but also on the inner body. The ancient education focused on imparting ethics like humility, truthfulness, discipline, self-reliance, and respecting all creations to the students. The education was mostly imparted in ashrams, gurukuls, temples, houses. Sometimes pujaris of the temples used to teach students. The education system of ancient India has some special features and uniqueness which was not found in any other ancient education system of the other countries. The education was mostly given in forests under the blue sky, which keeps the student’s mind fresh and alive. During ancient times people used to live a simple life and doing their work with devotion and hard work [2].
The main objective of education was to equip the students with a good quality of education. The education mostly focused on the enrichment of culture, character, and personality, development, and cultivation of noble ideals. The objective was gaining the mental, physical, and intellectual personality of students, to make the students future-ready and survive in any situation [3].
During the ancient period, the state government and the people did not interfere in designing curriculum, payments of fees, regulation of teaching hours. There was a strong bonding between teacher and student. Every student was allotted with one teacher and more emphasis was given to the student-teacher relationship, each student used to meet teachers personally to learn and gain instructions from them. During ancient times, royal families, as well as kings of states, used to donate their wealth to improve the education system and quality. The syllabus was designed in accordance with the demands of that era. At that time students used to leave their houses and went to live with their gurus until their education was completed. During the early Vedic period, women’s education was also given more emphasis. The education focuses on the physical and mental development of students. The course duration was about 10–12 years, as there were no books so students used to memorize all things, memory played a crucial role during learning. The education was imparted in forests away from cities and peoples to give students a pleasant and silent environment of study.
Curriculum plays an essential role in the education system. It was dynamic and not static; it was made up of different stages. The fundamental goal of building a good curriculum was to develop students physically and mentally. The curriculum consists of four Vedas, six vedangas, Upnishads, darshanas, Puranas, Tarka Shastra. The six vedangas were Shiksha, Chhandas, Vyakarana, Nirukta, Jyotisha, and Kalpawhile the darshanas were Nyaya, Baiseshika, Yoga, Vedanta, Sankhya, Mimasa. Algebra, Geometry, and grammar were also given more importance at that time. Panini was famous in the domain of grammar at that time. The curriculum of the Buddhist system consists of pitakas, Abhidharma, and sutras. Besides this medicine, Vedas were also given importance. Hindu learning was a part of Buddhist learning, although more emphasis was given to Buddhist learning. Both the systems were going hand in hand at that time. The education was totally through orals and debates, and the exams were conducted every year. The education system of the ancient period focused on subjects like warfare, military, politics, religion.
The teachers at that time paid special focus to their students and teach them according to their knowledge and skill level. Teaching was basically via orals and debates, and the different methods were as follows:
At that time books were not there, so students had the habit to learn and memorize all the things taught in the class, and teachers also helped them in memorizing.
The students used to deep dive into the concepts taught by their teachers and explore new methods to learn it.
Listening, Contemplation, and concentrated contemplation were some new methods of exploring the way of learning.
The teachers used the storytelling methods to teach the students.
Students used to ask questions about the topics taught by the teachers and these topics were discussed and then answered to the students.
The education of that time mainly focused on practical knowledge of the topics taught in the class.
The students got plenty of knowledge through seminars and debates conducted at frequent intervals.
Gurukul was the hometown of teachers where students come after completing their initiation ceremony and learn until the completion of their study. The parishads or academies were the places of higher learning and education where students learn through discussions and debates. Goshti or conferences were the places where the kings of the states used to invite scholars from every institute to meet and exchange their views. Ashramas or hermitages were the other learning centers where students from various parts of the country used to come and learn from saints and sages. Vidyapeeth was the place of spiritual learning founded by great Acharya, Sri Shankara in places like Sringeri, Kanchi, Dwarka, and Puri, etc. Agraharas was an institution of Brahmins in villages where they used to teach. Viharas were the educational institutions founded by Buddhists where the students were taught the subjects related to Buddhism and philosophy.
The system focuses on the all-round development of students.
More emphasis was given to practical knowledge rather than theoretical knowledge.
The students were not just involved in bringing the ranks, but their main focus was on knowledge.
Classrooms were built-in forests which provide a pleasant study environment to the students.
There was no pressure laid on students related to studies so that they can learn effectively.
The government did not interfere with the formation of curriculum, kings at that time helped in the development of education.
Women were not admitted to the Gurukuls.
There was caste discrimination as only Kshatriya was allowed, Eklavya was not given admission to the Gurukul.
During the eighth century Anno Domini (A.D) a huge number of Mohammadian invaded India. Mahmud Ghaznavi captured India and set up a large number of schools and libraries in the country by the looted wealth. Later Muslim leaders established their permanent empire in India, they brought a new system of education. The ancient education system was drastically changed. The Arabs and the Turks bought some new cultures, traditions, and institutions in India, in that the most remarkable change was the Islamic pattern of education which was different from the Buddhist and Brahmanic education system. The medieval age, education system primarily focused on the Islamic and Mughal System.
The main objective of education during the medieval period was the spread of knowledge and the propagation of Islam. The objective behind this era of education was to spread Islamic education its principles, and social conventions. The purpose of the education system was to make people religious minded [4].
The rulers helped in the spread and development of education. They helped in the establishment of different educational institutes and funded it, big landlords also gave them some wealth in the development of institutes. There was no control of rulers over the educational institutes and also to their management. The student-teacher relation was also good like the Buddhist and Brahmanic period, although students did not live with their teachers at that time. Teachers took interest in learning, at that time teachers were used to teaching students individually.
During that time books were not there, therefore the students were used to write on taktis. The stress was laid on teaching the student from the beginning that is teaching them first alphabets and then words. Calligraphy and grammar were the most important subjects taught during those days. Students also learned “paharas”(multiple of numbers), and also they memorized it while learning. Arabic and Persian were the main languages of communication and these languages were important for the students who wanted to get higher posts. The recitation of the Quran was made compulsory, the students used to learn the Quran by heart as this was an important part of their curriculum. The students at their early ages were taught to recite the first 13 chapters of the Quran as a poem. Ibn Sina, an Islamic Persian scholar, and a teacher write that students during the age of 14 should be given the choice of selecting their favorite subjects for masters, for example, reading, manual skills, literature, medicine, geometry, trade, and commerce. There were two types of education during medieval times like secular and religious education. Religious education consists study of the Quran, Mohammad, and his invasions Islamic laws and Islamic history. The secular education consists of the study of Arabic literature, grammar, history, philosophy, mathematics, geography, politics, economics, Greek language, and agriculture.
Orals, discussions, and recitations of the lesson taught were the main methods of learning at that age.
Emperor Akbar encouraged the students to focus more on reading and writing and to reform the scripts. He wanted the education system to be systematic and advised teachers to first teach students about the knowledge of alphabets, then words-knowledge, and then sentence formation.
More emphasis was given on practical education.
There was no half-yearly or annual examination fixed for students, but the students were evaluated based on practical situations of life.
Maktabs:-Maktabs were the center of the primary education for the children of general people. Along with religious education, students were also taught subjects like reading, writing, and arithmetic. They were also taught some romantic literature of Persian example, Laila-Majnu, Yusuf-Julekha, etc. Along with practical education, letter writing applications, and accountancy were also taught in Maktabs.
Madrasas:- After completing the primary education in Maktabs, the students were sent to the Madarsas for higher education. Madarsas were the centers of higher learning and Emperor Akbar did remarkable development in the education of the medieval era. Along with religious and practical education, Akbar stopped the tradition of the Islamic religion and instructed to teach Hinduism and philosophy in many Madrasas. The subjects such as medicine, history, geography, economics, political science, astrology, philosophy, and mathematics were taught in Madarsas. Akbar made subjects like Vedanta, Jurisprudence, and Patanjali compulsory for Sanskrit students.
Practical education was given more importance, students and teacher’s relations were good. Students were taught from the basics and rulers also supported the development of education.
Religious and Islamic education was given more importance.
The student aimed to focus on leadership for ruling the country.
In the middle of the medieval age, the British invaded India and started to capture it. The modern education was introduced during the British empire. In the 1830s Lord Thomas Babington Macaulay introduced the English language. The subjects and the syllabus were limited to some extent, the main aim of modern education of the British was to spread Christianity. As time passed education started to develop and entered into the modern era that is in the twenty-first century, the era of science, technology, and innovations. And the demand and the need for education stills remain the same as it was in ancient and medieval times. In the modern era of science and technology, the industrial sector is increasing day by day. As demand increases our education sector also needs to change and adapt to that environment [5, 6].
The objective of modern education was to inculcate values in students such as equality, secularism, education for all, and environmental protection, etc. To understand the culture as well as people of our country, every student must be provided at least a minimum level of education and also to provide education to the people who cannot afford it, to prepare the students with the ever-increasing demands.
The student-teacher relations remained the same as it was in ancient and medieval, but students did not live in the teacher’s house. As technology is increasing day by day, the education sector is also following the trend of technology by teaching the students through online lectures and Massive Open Online Course (MOOC). In Aviation and the medical sector, more emphasis is on practical knowledge as compared to other sectors. Women’s education is giving more importance, and the Government has launched many programs to encourage women’s education. In the modern era electronics gadgets like projectors, Light Emitting Diode (LED), and computers are used to teach the students. The Government has established many programs and there are many organizations that promote education in India.
The whole curriculum of a student is divided into three sections primary, secondary, and graduation. Primary education is from 1st to 10th standard, Secondary education is 11th and 12th, and in Graduation, students were given the choice to choose a field for further studies example computer, electrical, civil, etc. But after secondary education students also have choices to choose their career path. In primary education, students are taught subjects like history, geography, mathematics, science, Hindi, and Marathi. The languages may differ from state to state. At the early stages, students were taught alphabets, poem recitation, word formation, etc. Different prayers, the National Anthem is also in the schools. Along with studies different sports and extracurricular activities are also conducted in schools to keep the students fit and for their all-round development. The pupils are assessed based on the term exams conducted at frequent intervals. In secondary education, students are given choices to choose from science and commerce. According to the student’s choice, they were given an education. Secondary education is an advanced version of primary education. Pupils were assessed based on term examination. After secondary education, students were given entry to the universities through some entrance examination, according to their marks scored in entrance examination they are admitted to the universities. Pupils were assessed based on semester exams or in-sem exams.
In modern education along with studies, the emphasis is given on extracurricular activities and sports for all-round development of students.
Students mostly learn concepts through online platforms like YouTube, Coursera, and Udemy.
Students refer to the notes given by the teacher’s side by side while learning online.
During class hours doubts are solved through discussions, debates, etc.
Pupils were assessed based on mid-sem written exams and practical exams to check their practical knowledge.
The other top universities are Birla Institute of Technology and Science (BITS), National Institute of Technology (NIT), Indian Institute of Science (IISC).
Use of technology in learning, students is learning free-lancing and many other new technologies.
Many programs and missions have started to increase the employment of India.
Top class universities and colleges with good infrastructure and environment.
Interference of government in education, management, and syllabus.
Lack of quality teaching as well as the environment in government schools and colleges.
Increase in fees of schools and colleges of private institutes.
Lack of practical knowledge orientation.
Due to the increase in fees, the family, which is below the poverty line cannot afford education and hence there is an increase in the number of laborers in India.
Lack of connectivity of the students who lived in rural areas.
In the modern era, industries and technology are increasing day by day. Every industry sector is looking for a person who best suits their industry. With the ever-increasing demand for industrial sectors, our current education system also needs to be upgraded. In universities, students are learning just for competing with each other to come first, no practical knowledge is gained. There is a lot of pressure and burden of work and studies on them, due to this student are committing suicide. Our education system needs to learn from ancient and medieval education system regarding the implementation of practical knowledge, student-teacher relations, ways of life student lived in that age, the contribution of kings towards the education, there was no stress laid on students and much more. The future of industries and commercial sectors will be very tough and ever demanding, so our government has to provide such an education system which will bring all-round development in students and make them future-ready and also teach them to live in any critical situation.
The authors declare that there is no ‘conflict of interest’.
Road traffic accidents (RTA) in highways occur due to a crash between cars or motorcycles and these crashes cause very common injuries worldwide. It’s a disaster and can end in severe injuries to the drivers and passengers. There have been great advances in injury management and in the prevention of these severe cases; some of them with multiple injuries.
There are many steps in the process of early transportation to hospital by ambulance, with highly trained personnel with fully equipped ambulances. The process starts with checking blood pressure, pulse rate, measuring oxygen saturation, giving IV fluid, collecting plasma and blood samples for blood grouping, checking blood sugar. In cases with severe bleeding from the nose and mouth, they have to open the airways by performing a tracheotomy before reaching the emergency room in the hospital. Helicopter transportation might be used for critical cases with multiple injuries such as head injuries, severe facial skeleton injuries, chest injuries, abdominal injuries, and limb injuries [1].
There have been great advances in the radiological diagnostic tools including ultrasound and Doppler, three-dimension CT scan, MRI, and radiological X-ray equipment, including tomography with advances in biochemistry analysis. All these tools assist in the evaluation of the severity of injuries, in addition to proper clinical examination.
Many steps are taken to reduce the severities of car crashes with less damage to the head, chest, and abdominal organs by controlling the rate of speed, preventing alcohol consumption during driving, the wearing of helmet for motorcycle drivers, and compulsory shoulder seatbelts and seat restraints with a special chair for children in the back seat [1].
Vehicle safety measures are incorporated during the manufacturing of cars, from manufacturing air bags to protect the driver and all passengers in small cars, to having safety glass beads with collapsible steering to reduce the trauma to the head, face, and chest. Children should sit in the back in a special seat. All these measures have significantly reduced the incidence of road traffic crashes in both children and adults.
As we reported previously in 2011, clinical studies included 673 patients with craniofacial injuries and there were 530 males and 143 females, in the age range between 1 and 75 years (mean 38 years).
Distribution of injuries was as follows: fracture of the mandible 287 (42.64%), middle third injuries 39 (5.79%), and orbital injuries 236 (35.07%) including 12 cases of cranio-orbital ethmoidal injuries. In children, we reported 27 cases (4.0%) of the total cases, we reported also 52 cases that represent (7.73%) zygomatic complex, and zygoma and fracture nose were reported in 40 cases, which form (5.94%) the total cases. 1.
The many advances in the treatment of craniomaxillofacial injuries have been achieved by improvements in medication, tools of diagnosis, and anesthetic machines and medication. These are in addition to the skills and expertise of the anesthetists and care of injured patients by advancing trauma life support by application of the Kummoona 4 golden C rules and ATLAS [2] by,
Control of breathing and maintenance of patient airway (tracheotomy sometimes required).
Control shock and circulation by intravenous fluid (IV), plasma, and blood after blood grouping.
Control of bleeding by cauterization of small vessels and ligation of large vessels.
Control of bone fragments and soft tissue laceration.
Craniomaxillofacial injuries have been classified as follows:
Craniomaxillofacial injuries with cerebrospinal fluid (CSF) leakage
Fractures of middle thirds Le Fort I, Le Fort II, and Le Fort III and sometimes with midline split of the face with or without CSF leakage
Fracture of mandible and other isolated injuries such as simple zygoma fracture or more complicated zygomatic complex, orbital skeleton complex and isolated nose fracture.
The most common anatomical area damaged in severe road traffic accidents in the cranial region was the frontal bone with anterior cranial fossa, roof of both orbits, and nose with Dura tears and CSF leakage with head injury [1, 2, 3].
The facial skeleton consists of fifty small bones articulating like a pyramid, the top of the pyramid is the nasal tip. Seldom is only one bone of the facial skeleton fractured. The shape and function of the facial skeleton boney articulation acts as a shock absorber and cushion to absorb the impact of trauma and this is because these small bones of the facial skeleton also absorb the force of mastication transmitted along and through the buttress of bones to the base of the skull and this shock absorber of the facial skeleton also protects the vital structures from severe trauma to the underlying vital structures of vision, hearing, smell, taste, speech, and swallowing.
In children, the growth of the face is not completed, except the orbit, in 7 years. Once trauma has occurred, the impact of severe trauma can displace the middle third of the face downward and backward by 45°, with the palate of the maxilla positioned on the dorsum of the tongue, obstructing oral airway with profuse bleeding from fractured nose due to injuries to ethmoidal arteries obstructing nasal airway. This combination of injuries is associated with head injuries, chest injuries, and abdominal injuries and is critical and a life threatening condition.
If children survived from these injuries, they usually recover quickly. Mistreated cases end with severe deformities of the craniofacial region because they received great damage to the growth centers in the cranial sutures, base of skull (sphenoid-occipital synchondrosis), cartilage of the nose, and primary growth center in the condyle.
Treatment of craniomaxillofacial trauma injuries requires expertise, skills and knowledge and these injuries should be treated in highly equipped cranial-maxillofacial centers. Mismanagement or delays in treatment end with severe deformities of the craniofacial region and end by destroying the life of the victim. Even an isolated fracture of the nose, orbit, zygoma, or jaw can end with obvious deformity in a time where people are very concerned about their appearances.
Our aim was directed to prevent complications, deformities, and to restore the normal function and esthetic features of the craniofacial region.
Severe cases of craniomaxillofacial injuries with head injuries and chest injuries need to be admitted immediately to an intensive care unit for a few days until the patient has recovered from the head and chest injuries before adequate treatment of the craniofacial injuries [1, 2, 3, 4].
The treatment of a CSF leak usually follows the conservative principle of reduction and repair of craniofacial fractures through the following steps:
Reduction of intra cranial pressure (ICP) by elevation of the head by 45°
Reduction of CSF leakage using carbonic anhydrase inhibitors (Acetazolamide {Diamox 3-kcl})250 mg twice daily, to correct hyperkalemia as a complication of Diamox and 4 triple antibiotics to prevent meningitis
The CSF leak usually stops within 4–5 days. If the CSF does not stop, a lumber puncture is required to reduce the ICP by aspiration of CSF
If the CSF leakage does not stop after all the previous procedures and measurement, perform a craniotomy indicated for Dura repair by piece of Gale aponeurosis or a piece of temporalis muscle and sutured watertight.
The treatment of head injuries is the responsibility of the neurosurgeon, with collaboration of the craniofacial surgeon [2].
We undertook research on CSF analysis by taking several samples from patients with head injuries and blood serum from the same patients to study the differences between the two samples. We used a high specific isoelectric focusing electrophoresis set on polyacrylamide gel for direct immunofixation of transferrin by a plex electrophoresis set and spectrophotometer for serum sample. Using this study, we can detect the CSF leakage due to traumatic injuries and differentiate it from serum exudate.
Through this research we were able to detect the concentration of the B2-Transferrin enzyme in CSF and this level was 90.26 ppm, which represents about 35 times more than that detected in serum exudate [1].
The facial skeleton and the face are the mirror of the body reflecting happiness, sadness, beauty, and ugliness. The face is a mirror of intelligence and dullness and it also shows the body’s signs of disease such as paleness, dryness of skin, yellow skin, dark or bluish skin, blisters, or pigments. These are all features of illness.
Trauma to the face and subsequent deformities is a disaster to the patient and our duty is to restore the normal architecture of the face by restoring esthetic and functional activity of the facial skeleton. The problem is that the face is not padded by clothing and traumatic impact has a direct effect on the soft and hard tissue of the face. Once an accident has happened, we have to direct our effort to repair the soft tissue properly as the first step and to put every piece of bone of the facial skeleton in its anatomical position and to fix it either by plating or by soft stainless steel wires of 0.25 and 0.5 mm as a basic principle. Soft tissue damage may be a laceration or loss of soft tissue and these are repaired using local rotational flaps or regional flaps such as the forehead flap or Kummoona lateral cervical flap [5].
Deformities of the frontal bone and anterior cranial fossa can occur with severe trauma to the area associated with severe nasal-ethmoidal-orbital bone injuries with CSF leakage and head injuries. Serious injuries require admission to intensive care units until the patient recovers from the head injuries. A craniotomy through a bi-coronal flap is used for exploration of the anterior cranial fossa after retraction of the brain. Dura are repaired by galea aponeurosis or a piece of temporalis muscle with watertight suturing with silk and reconstruction of the anterior cranial fossa and the roofs of both orbits by bone grafting from the iliac crest. The frontal bone is repaired by bone graft or by rubber silicone material (Sialastic). The nose can be reduced at the same time [3] (Figures 1–3).
(A) Severe traumatic injuries to the nasal-ethmoidal-orbital region with laceration of overlying skin in a 4-year-old boy. (B and C) Post-operative photo after reconstruction of the region after 2 years.
(A) Severe road traffic accident with deformity of cranial-facial region with damage to frontal bone, anterior cranial fossa with Dura tear, CSF leakage, and nasal-ethmoidal-orbital skeleton and nasal bone. (B) Bi-coronal flap used for craniotomy and for exploration of the anterior cranial fossa, for reconstruction of Dura, anterior cranial fossa, roof of the orbits, frontal bone, and nasal-ethmoidal-orbital region by bone graft and Sialastic implant. (C) Post-operative photo after 3 months showing slight dislocation of medial canthal ligament.
(A) Severe injuries from a road traffic accident to the craniofacial region with CSF leakage, elongation of the face, and displacement of the facial skeleton downward and backward. (B) 3D CT scan of the face showing the severity of the injuries. (C) Three months post-operative photo showing restoration of the facial skeleton after several operations.
Deformities of the face can occur either to the whole facial skeleton in a scattered manner or to a part of it, such as the orbital skeleton damage with the globe of the eyes, an isolated fracture roof with downward displacement of eye ball, a fracture of the medial wall with dislocation of medial canthi and damage to nasolacrimal duct with enophthalmos, fracture of the floor of the orbit featuring diplopia and enophthalmos, or fracture of the zygoma and lateral wall with displacement of the zygomatic bone either downward or laterally or rotated or inward.
In more severe cases with compression of the superior orbital fissures, this can result in superior orbital fissure syndrome and will be manifested as exophthalmos, ptosis, ophthalmoplegia, and fixed pupil with loss of vision and loss of sensation in the surrounding area and edema of the eyelids. Immediate treatment may restore the function of the eye and vision by reduction of zygomatic bone and elevation of compression on the superior orbital fissure. If there has been a severe impact with a sharp object to the globe of the eye with severe laceration and with no response of the pupil to light, evisceration of the eye must be performed by an ophthalmologist [6, 7, 8] (Figures 4–6).
(A) Deformity of the orbit due to traumatic injuries with downward displaced eyeball due to fracture in the roof of the orbit of a 4-year-old boy. (B) Post-operative photo after reconstruction of the roof of the orbit by Sialastic implant.
(A) Severe enophthalmos due to traumatic injury to the floor and medial wall of the orbit with dislocation of medial canthal ligament. (B) Reconstruction of the orbital floor by bone graft from iliac crest. (C) Post-operative photo after reconstruction of the floor and medial wall and fixation of median canthal ligament.
(A) Severe injuries to orbital skeleton and content with loss of eyeball. (B) Reconstruction of all orbital skeleton with ptosis of upper lid required in a secondary surgery and artificial eyeball.
Bad injuries to the mandible with multiple fractures and delayed treatment can cause severe deformity with open bite and malocclusion. Usually the injuries affect the body and angle either as a favorite fracture or an unfavored fracture. The favorite fracture is not affected by muscles of mastication. The direction of the fracture line plays an important role in preventing displacement. The unfavorite type of fractures of the angle with displacement were affected by temporalis, medial pterygoid, and masseter muscles. These fractures required an open reduction through a submandibular incision, fixation of fragments done by plating or by soft stainless steel wire of 0.5 mm as a double eight crossing each other with inter maxillary fixation (IMF). A less severe form of this fracture angle might be treated by upper border wiring with IMF (Figure 7A–D).
(A and B) Severe traumatic deformity of the mandible with open bite and injuries to cranial region with head injury and CSF leakage treated by craniotomy and Dural repair. (C) 3D CT scan of lower jaw showing multiple injuries. (D) Six months post-operative photo.
The other types of fracture affect the ramus and the most common two types of fractures are the condylar (intra capsular) type and sub condylar type. The intracapsular type of fracture condyle is a very serious injury that requires special attention while the sub condylar type is treated by inter maxillary fixation (IMF) for 3–4 weeks.
Intracapsular fracture of the condyle in children is very serious. If mistreated, it can lead to ankylosis with severe deformity of the mandible and midface due to damage to the growth center in the condyle. Early treatment of an intracapsular fracture should be carried out by administration of a few drops of hydrocortisone to prevent adhesion and to reduce edema with IMF for 3–4 days to relief spasm of muscles and to remodel the shape of the condyle followed by early mobilization.
Once adhesion of the condyle had occurred and deformity of the jaw has appeared, we must excise the ankylosed joint with hyperplastic coronoid, re-attach of the muscles of mastication and reconstruct the TMJ by using Kummoona Chondro-Osseous graft was harvested from iliac crest in children for restoration of growth, remodeling, and repair of the condyle (Figure 8). The graft can restore the growth of the mandible and midface and prevent residual deformity [2, 4, 6].
(A) Severe deformity of the mandible due to intra-uterine injuries to the right temporo-mandibular joint and the child born with ankylosis of the TMJ. (B) One year post-operative after reconstruction of the right TMJ by Kummoona Chonro-Ossous graft at age of 5 years.
In craniofacial injuries, after reconstruction of the anterior cranial fossa and frontal bone, we have immediately to reduce and fix the middle third fracture of the facial skeleton including Le Fort I, II, III, and mid line split of the face. Reduction was achieved by using Rowe dis impaction forceps to move the displaced facial skeleton upward and forward in the reverse direction of the displacement of the middle third and to put the skeleton in its normal anatomical position with intermaxillary fixation (IMF).
Fixation of the facial skeleton was performed by using our techniques of fixation by suspension of middle third through the sandwich technique using soft stainless steel wire of 0.5 mm and making hole by using round bur in the frontal-zygomatic suture above the fracture line and the wire is passed below the zygoma down through the cheek to the lower arch bar fixed by wires and IMF and reinforced by a circum-mandibular wire with proper occlusion of the teeth.
Another technique is the Halo Frame fixed by 4 pins to the skull and again two cheek wires attached to the Halo Frame and passed below the zygoma to the upper or lower arch bar. Another technique is the Box frame technique that requires insertion of 4 pins (2 in the frontal process of the frontal bone and 2 pins in the angle of the lower jaw) with 4 rods fixed after reduction of the displaced midface with IMF to achieve proper occlusion. The success of treatment is based on proper occlusion and proper fixation of the small bones of the facial skeleton to be sited in their anatomical position and to get normal facial length and height.
The aim of our research is to share our techniques and expertise in the treatment and management of traumatic craniofacial deformities with other colleagues worldwide.
In this clinical research, we studied 673 patients with craniofacial injuries and deformities and the incidence of these injuries to affect various parts of craniofacial region, we did classify these injuries and how serious ,primary care described thoroughly and cases with cranial or LeFort III injuries might associated with CSF leakage ,methods of management were described by conservative technique if not by craniotomy. Different techniques for reduction and fixation of the craniofacial regions were also described.
This study shows the ability of the author to deal with very difficult cases of craniofacial region. I hope this chapter satisfies the curiosity of the readers.
"Open access contributes to scientific excellence and integrity. It opens up research results to wider analysis. It allows research results to be reused for new discoveries. And it enables the multi-disciplinary research that is needed to solve global 21st century problems. Open access connects science with society. It allows the public to engage with research. To go behind the headlines. And look at the scientific evidence. And it enables policy makers to draw on innovative solutions to societal challenges".
\n\nCarlos Moedas, the European Commissioner for Research Science and Innovation at the STM Annual Frankfurt Conference, October 2016.
",metaTitle:"About Open Access",metaDescription:"Open access contributes to scientific excellence and integrity. It opens up research results to wider analysis. It allows research results to be reused for new discoveries. And it enables the multi-disciplinary research that is needed to solve global 21st century problems. Open access connects science with society. It allows the public to engage with research. To go behind the headlines. And look at the scientific evidence. And it enables policy makers to draw on innovative solutions to societal challenges.\n\nCarlos Moedas, the European Commissioner for Research Science and Innovation at the STM Annual Frankfurt Conference, October 2016.",metaKeywords:null,canonicalURL:"about-open-access",contentRaw:'[{"type":"htmlEditorComponent","content":"The Open Access publishing movement started in the early 2000s when academic leaders from around the world participated in the formation of the Budapest Initiative. They developed recommendations for an Open Access publishing process, “which has worked for the past decade to provide the public with unrestricted, free access to scholarly research—much of which is publicly funded. Making the research publicly available to everyone—free of charge and without most copyright and licensing restrictions—will accelerate scientific research efforts and allow authors to reach a larger number of readers” (reference: http://www.budapestopenaccessinitiative.org)
\\n\\nIntechOpen’s co-founders, both scientists themselves, created the company while undertaking research in robotics at Vienna University. Their goal was to spread research freely “for scientists, by scientists’ to the rest of the world via the Open Access publishing model. The company soon became a signatory of the Budapest Initiative, which currently has more than 1000 supporting organizations worldwide, ranging from universities to funders.
\\n\\nAt IntechOpen today, we are still as committed to working with organizations and people who care about scientific discovery, to putting the academic needs of the scientific community first, and to providing an Open Access environment where scientists can maximize their contribution to scientific advancement. By opening up access to the world’s scientific research articles and book chapters, we aim to facilitate greater opportunity for collaboration, scientific discovery and progress. We subscribe wholeheartedly to the Open Access definition:
\\n\\n“By “open access” to [peer-reviewed research literature], we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited” (reference: http://www.budapestopenaccessinitiative.org)
\\n\\nOAI-PMH
\\n\\nAs a firm believer in the wider dissemination of knowledge, IntechOpen supports the Open Access Initiative Protocol for Metadata Harvesting (OAI-PMH Version 2.0). Read more
\\n\\nLicense
\\n\\nBook chapters published in edited volumes are distributed under the Creative Commons Attribution 3.0 Unported License (CC BY 3.0). IntechOpen upholds a very flexible Copyright Policy. There is no copyright transfer to the publisher and Authors retain exclusive copyright to their work. All Monographs/Compacts are distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Read more
\\n\\nPeer Review Policies
\\n\\nAll scientific works are Peer Reviewed prior to publishing. Read more
\\n\\nOA Publishing Fees
\\n\\nThe Open Access publishing model employed by IntechOpen eliminates subscription charges and pay-per-view fees, enabling readers to access research at no cost. In order to sustain operations and keep our publications freely accessible we levy an Open Access Publishing Fee for manuscripts, which helps us cover the costs of editorial work and the production of books. Read more
\\n\\nDigital Archiving Policy
\\n\\nIntechOpen is committed to ensuring the long-term preservation and the availability of all scholarly research we publish. We employ a variety of means to enable us to deliver on our commitments to the scientific community. Apart from preservation by the Croatian National Library (for publications prior to April 18, 2018) and the British Library (for publications after April 18, 2018), our entire catalogue is preserved in the CLOCKSS archive.
\\n\\nOpen Science is transparent and accessible knowledge that is shared and developed through collaborative networks.
\\n\\nOpen Science is about increased rigour, accountability, and reproducibility for research. It is based on the principles of inclusion, fairness, equity, and sharing, and ultimately seeks to change the way research is done, who is involved and how it is valued. It aims to make research more open to participation, review/refutation, improvement and (re)use for the world to benefit.
\\n\\nOpen Science refers to doing traditional science with more transparency involved at various stages, for example by openly sharing code and data. It implies a growing set of practices - within different disciplines - aiming at:
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The Open Access publishing movement started in the early 2000s when academic leaders from around the world participated in the formation of the Budapest Initiative. They developed recommendations for an Open Access publishing process, “which has worked for the past decade to provide the public with unrestricted, free access to scholarly research—much of which is publicly funded. Making the research publicly available to everyone—free of charge and without most copyright and licensing restrictions—will accelerate scientific research efforts and allow authors to reach a larger number of readers” (reference: http://www.budapestopenaccessinitiative.org)
\n\nIntechOpen’s co-founders, both scientists themselves, created the company while undertaking research in robotics at Vienna University. Their goal was to spread research freely “for scientists, by scientists’ to the rest of the world via the Open Access publishing model. The company soon became a signatory of the Budapest Initiative, which currently has more than 1000 supporting organizations worldwide, ranging from universities to funders.
\n\nAt IntechOpen today, we are still as committed to working with organizations and people who care about scientific discovery, to putting the academic needs of the scientific community first, and to providing an Open Access environment where scientists can maximize their contribution to scientific advancement. By opening up access to the world’s scientific research articles and book chapters, we aim to facilitate greater opportunity for collaboration, scientific discovery and progress. We subscribe wholeheartedly to the Open Access definition:
\n\n“By “open access” to [peer-reviewed research literature], we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited” (reference: http://www.budapestopenaccessinitiative.org)
\n\nOAI-PMH
\n\nAs a firm believer in the wider dissemination of knowledge, IntechOpen supports the Open Access Initiative Protocol for Metadata Harvesting (OAI-PMH Version 2.0). Read more
\n\nLicense
\n\nBook chapters published in edited volumes are distributed under the Creative Commons Attribution 3.0 Unported License (CC BY 3.0). IntechOpen upholds a very flexible Copyright Policy. There is no copyright transfer to the publisher and Authors retain exclusive copyright to their work. All Monographs/Compacts are distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Read more
\n\nPeer Review Policies
\n\nAll scientific works are Peer Reviewed prior to publishing. Read more
\n\nOA Publishing Fees
\n\nThe Open Access publishing model employed by IntechOpen eliminates subscription charges and pay-per-view fees, enabling readers to access research at no cost. In order to sustain operations and keep our publications freely accessible we levy an Open Access Publishing Fee for manuscripts, which helps us cover the costs of editorial work and the production of books. Read more
\n\nDigital Archiving Policy
\n\nIntechOpen is committed to ensuring the long-term preservation and the availability of all scholarly research we publish. We employ a variety of means to enable us to deliver on our commitments to the scientific community. Apart from preservation by the Croatian National Library (for publications prior to April 18, 2018) and the British Library (for publications after April 18, 2018), our entire catalogue is preserved in the CLOCKSS archive.
\n\nOpen Science is transparent and accessible knowledge that is shared and developed through collaborative networks.
\n\nOpen Science is about increased rigour, accountability, and reproducibility for research. It is based on the principles of inclusion, fairness, equity, and sharing, and ultimately seeks to change the way research is done, who is involved and how it is valued. It aims to make research more open to participation, review/refutation, improvement and (re)use for the world to benefit.
\n\nOpen Science refers to doing traditional science with more transparency involved at various stages, for example by openly sharing code and data. It implies a growing set of practices - within different disciplines - aiming at:
\n\nWe aim at improving the quality and availability of scholarly communication by promoting and practicing:
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His studies in robotics lead him not only to a PhD degree but also inspired him to co-found and build the International Journal of Advanced Robotic Systems - world's first Open Access journal in the field of robotics.",institutionString:null,institution:{name:"TU Wien",country:{name:"Austria"}}},{id:"441",title:"Ph.D.",name:"Jaekyu",middleName:null,surname:"Park",slug:"jaekyu-park",fullName:"Jaekyu Park",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/441/images/1881_n.jpg",biography:null,institutionString:null,institution:{name:"LG Corporation (South Korea)",country:{name:"Korea, South"}}},{id:"465",title:"Dr",name:"Christian",middleName:null,surname:"Martens",slug:"christian-martens",fullName:"Christian Martens",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"479",title:"Dr.",name:"Valentina",middleName:null,surname:"Colla",slug:"valentina-colla",fullName:"Valentina Colla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/479/images/358_n.jpg",biography:null,institutionString:null,institution:{name:"Sant'Anna School of Advanced Studies",country:{name:"Italy"}}},{id:"494",title:"PhD",name:"Loris",middleName:null,surname:"Nanni",slug:"loris-nanni",fullName:"Loris Nanni",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/494/images/system/494.jpg",biography:"Loris Nanni received his Master Degree cum laude on June-2002 from the University of Bologna, and the April 26th 2006 he received his Ph.D. in Computer Engineering at DEIS, University of Bologna. On September, 29th 2006 he has won a post PhD fellowship from the university of Bologna (from October 2006 to October 2008), at the competitive examination he was ranked first in the industrial engineering area. He extensively served as referee for several international journals. He is author/coauthor of more than 100 research papers. He has been involved in some projects supported by MURST and European Community. His research interests include pattern recognition, bioinformatics, and biometric systems (fingerprint classification and recognition, signature verification, face recognition).",institutionString:null,institution:null},{id:"496",title:"Dr.",name:"Carlos",middleName:null,surname:"Leon",slug:"carlos-leon",fullName:"Carlos Leon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Seville",country:{name:"Spain"}}},{id:"512",title:"Dr.",name:"Dayang",middleName:null,surname:"Jawawi",slug:"dayang-jawawi",fullName:"Dayang Jawawi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Technology Malaysia",country:{name:"Malaysia"}}},{id:"528",title:"Dr.",name:"Kresimir",middleName:null,surname:"Delac",slug:"kresimir-delac",fullName:"Kresimir Delac",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/528/images/system/528.jpg",biography:"K. Delac received his B.Sc.E.E. degree in 2003 and is currentlypursuing a Ph.D. degree at the University of Zagreb, Faculty of Electrical Engineering andComputing. His current research interests are digital image analysis, pattern recognition andbiometrics.",institutionString:null,institution:{name:"University of Zagreb",country:{name:"Croatia"}}},{id:"557",title:"Dr.",name:"Andon",middleName:"Venelinov",surname:"Topalov",slug:"andon-topalov",fullName:"Andon Topalov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/557/images/1927_n.jpg",biography:"Dr. Andon V. Topalov received the MSc degree in Control Engineering from the Faculty of Information Systems, Technologies, and Automation at Moscow State University of Civil Engineering (MGGU) in 1979. He then received his PhD degree in Control Engineering from the Department of Automation and Remote Control at Moscow State Mining University (MGSU), Moscow, in 1984. From 1985 to 1986, he was a Research Fellow in the Research Institute for Electronic Equipment, ZZU AD, Plovdiv, Bulgaria. In 1986, he joined the Department of Control Systems, Technical University of Sofia at the Plovdiv campus, where he is presently a Full Professor. He has held long-term visiting Professor/Scholar positions at various institutions in South Korea, Turkey, Mexico, Greece, Belgium, UK, and Germany. And he has coauthored one book and authored or coauthored more than 80 research papers in conference proceedings and journals. His current research interests are in the fields of intelligent control and robotics.",institutionString:null,institution:{name:"Technical University of Sofia",country:{name:"Bulgaria"}}},{id:"585",title:"Prof.",name:"Munir",middleName:null,surname:"Merdan",slug:"munir-merdan",fullName:"Munir Merdan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/585/images/system/585.jpg",biography:"Munir Merdan received the M.Sc. degree in mechanical engineering from the Technical University of Sarajevo, Bosnia and Herzegovina, in 2001, and the Ph.D. degree in electrical engineering from the Vienna University of Technology, Vienna, Austria, in 2009.Since 2005, he has been at the Automation and Control Institute, Vienna University of Technology, where he is currently a Senior Researcher. 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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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The motor of the society is the industry and the research of this topic has to be empowered in order to increase and improve the quality of our lives.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",keywords:"Machine Learning, Intelligence Algorithms, Data Science, Artificial Intelligence, Applications on Applied Intelligence"},{id:"23",title:"Computational Neuroscience",scope:"Computational neuroscience focuses on biologically realistic abstractions and models validated and solved through computational simulations to understand principles for the development, structure, physiology, and ability of the nervous system. This topic is dedicated to biologically plausible descriptions and computational models - at various abstraction levels - of neurons and neural systems. This includes, but is not limited to: single-neuron modeling, sensory processing, motor control, memory, and synaptic plasticity, attention, identification, categorization, discrimination, learning, development, axonal patterning, guidance, neural architecture, behaviors, and dynamics of networks, cognition and the neuroscientific basis of consciousness. 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Novel computational algorithms for image analysis, scene understanding, biometrics, deep learning and their software or hardware implementations for natural and medical images, robotics, VR/AR, applications are some research directions relevant to this topic.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",keywords:"Image Analysis, Scene Understanding, Biometrics, Deep Learning, Software Implementation, Hardware Implementation, Natural Images, Medical Images, Robotics, VR/AR"},{id:"25",title:"Evolutionary Computation",scope:"Evolutionary computing is a paradigm that has grown dramatically in recent years. This group of bio-inspired metaheuristics solves multiple optimization problems by applying the metaphor of natural selection. It so far has solved problems such as resource allocation, routing, schedule planning, and engineering design. Moreover, in the field of machine learning, evolutionary computation has carved out a significant niche both in the generation of learning models and in the automatic design and optimization of hyperparameters in deep learning models. This collection aims to include quality volumes on various topics related to evolutionary algorithms and, alternatively, other metaheuristics of interest inspired by nature. For example, some of the issues of interest could be the following: Advances in evolutionary computation (Genetic algorithms, Genetic programming, Bio-inspired metaheuristics, Hybrid metaheuristics, Parallel ECs); Applications of evolutionary algorithms (Machine learning and Data Mining with EAs, Search-Based Software Engineering, Scheduling, and Planning Applications, Smart Transport Applications, Applications to Games, Image Analysis, Signal Processing and Pattern Recognition, Applications to Sustainability).",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",keywords:"Genetic Algorithms, Genetic Programming, Evolutionary Programming, Evolution Strategies, Hybrid Algorithms, Bioinspired Metaheuristics, Ant Colony Optimization, Evolutionary Learning, Hyperparameter Optimization"},{id:"26",title:"Machine Learning and Data Mining",scope:"The scope of machine learning and data mining is immense and is growing every day. It has become a massive part of our daily lives, making predictions based on experience, making this a fascinating area that solves problems that otherwise would not be possible or easy to solve. This topic aims to encompass algorithms that learn from experience (supervised and unsupervised), improve their performance over time and enable machines to make data-driven decisions. It is not limited to any particular applications, but contributions are encouraged from all disciplines.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/26.jpg",keywords:"Intelligent Systems, Machine Learning, Data Science, Data Mining, Artificial Intelligence"},{id:"27",title:"Multi-Agent Systems",scope:"Multi-agent systems are recognised as a state of the art field in Artificial Intelligence studies, which is popular due to the usefulness in facilitation capabilities to handle real-world problem-solving in a distributed fashion. The area covers many techniques that offer solutions to emerging problems in robotics and enterprise-level software systems. Collaborative intelligence is highly and effectively achieved with multi-agent systems. Areas of application include swarms of robots, flocks of UAVs, collaborative software management. Given the level of technological enhancements, the popularity of machine learning in use has opened a new chapter in multi-agent studies alongside the practical challenges and long-lasting collaboration issues in the field. It has increased the urgency and the need for further studies in this field. We welcome chapters presenting research on the many applications of multi-agent studies including, but not limited to, the following key areas: machine learning for multi-agent systems; modeling swarms robots and flocks of UAVs with multi-agent systems; decision science and multi-agent systems; software engineering for and with multi-agent systems; tools and technologies of multi-agent systems.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/27.jpg",keywords:"Collaborative Intelligence, Learning, Distributed Control System, Swarm Robotics, Decision Science, Software Engineering"}],annualVolumeBook:{},thematicCollection:[],selectedSeries:{title:"Artificial Intelligence",id:"14"},selectedSubseries:null},seriesLanding:{item:{id:"7",title:"Biomedical Engineering",doi:"10.5772/intechopen.71985",issn:"2631-5343",scope:"Biomedical Engineering is one of the fastest-growing interdisciplinary branches of science and industry. The combination of electronics and computer science with biology and medicine has improved patient diagnosis, reduced rehabilitation time, and helped to facilitate a better quality of life. Nowadays, all medical imaging devices, medical instruments, or new laboratory techniques result from the cooperation of specialists in various fields. The series of Biomedical Engineering books covers such areas of knowledge as chemistry, physics, electronics, medicine, and biology. This series is intended for doctors, engineers, and scientists involved in biomedical engineering or those wanting to start working in this field.",coverUrl:"https://cdn.intechopen.com/series/covers/7.jpg",latestPublicationDate:"May 7th, 2022",hasOnlineFirst:!0,numberOfOpenTopics:3,numberOfPublishedChapters:96,numberOfPublishedBooks:12,editor:{id:"50150",title:"Prof.",name:"Robert",middleName:null,surname:"Koprowski",fullName:"Robert Koprowski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTYNQA4/Profile_Picture_1630478535317",biography:"Robert Koprowski, MD (1997), PhD (2003), Habilitation (2015), is an employee of the University of Silesia, Poland, Institute of Computer Science, Department of Biomedical Computer Systems. For 20 years, he has studied the analysis and processing of biomedical images, emphasizing the full automation of measurement for a large inter-individual variability of patients. Dr. Koprowski has authored more than a hundred research papers with dozens in impact factor (IF) journals and has authored or co-authored six books. Additionally, he is the author of several national and international patents in the field of biomedical devices and imaging. Since 2011, he has been a reviewer of grants and projects (including EU projects) in biomedical engineering.",institutionString:null,institution:{name:"University of Silesia",institutionURL:null,country:{name:"Poland"}}},subseries:[{id:"7",title:"Bioinformatics and Medical Informatics",keywords:"Biomedical Data, Drug Discovery, Clinical Diagnostics, Decoding Human Genome, AI in Personalized Medicine, Disease-prevention Strategies, Big Data Analysis in Medicine",scope:"Bioinformatics aims to help understand the functioning of the mechanisms of living organisms through the construction and use of quantitative tools. The applications of this research cover many related fields, such as biotechnology and medicine, where, for example, Bioinformatics contributes to faster drug design, DNA analysis in forensics, and DNA sequence analysis in the field of personalized medicine. Personalized medicine is a type of medical care in which treatment is customized individually for each patient. Personalized medicine enables more effective therapy, reduces the costs of therapy and clinical trials, and also minimizes the risk of side effects. Nevertheless, advances in personalized medicine would not have been possible without bioinformatics, which can analyze the human genome and other vast amounts of biomedical data, especially in genetics. The rapid growth of information technology enabled the development of new tools to decode human genomes, large-scale studies of genetic variations and medical informatics. The considerable development of technology, including the computing power of computers, is also conducive to the development of bioinformatics, including personalized medicine. In an era of rapidly growing data volumes and ever lower costs of generating, storing and computing data, personalized medicine holds great promises. Modern computational methods used as bioinformatics tools can integrate multi-scale, multi-modal and longitudinal patient data to create even more effective and safer therapy and disease prevention methods. Main aspects of the topic are: Applying bioinformatics in drug discovery and development; Bioinformatics in clinical diagnostics (genetic variants that act as markers for a condition or a disease); Blockchain and Artificial Intelligence/Machine Learning in personalized medicine; Customize disease-prevention strategies in personalized medicine; Big data analysis in personalized medicine; Translating stratification algorithms into clinical practice of personalized medicine.",annualVolume:11403,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/7.jpg",editor:{id:"351533",title:"Dr.",name:"Slawomir",middleName:null,surname:"Wilczynski",fullName:"Slawomir Wilczynski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035U1loQAC/Profile_Picture_1630074514792",institutionString:null,institution:{name:"Medical University of Silesia",institutionURL:null,country:{name:"Poland"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"5886",title:"Dr.",name:"Alexandros",middleName:"T.",surname:"Tzallas",fullName:"Alexandros Tzallas",profilePictureURL:"https://mts.intechopen.com/storage/users/5886/images/system/5886.png",institutionString:"University of Ioannina, Greece & Imperial College London",institution:{name:"University of Ioannina",institutionURL:null,country:{name:"Greece"}}},{id:"257388",title:"Distinguished Prof.",name:"Lulu",middleName:null,surname:"Wang",fullName:"Lulu Wang",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRX6kQAG/Profile_Picture_1630329584194",institutionString:null,institution:{name:"Shenzhen Technology University",institutionURL:null,country:{name:"China"}}},{id:"225387",title:"Prof.",name:"Reda",middleName:"R.",surname:"Gharieb",fullName:"Reda Gharieb",profilePictureURL:"https://mts.intechopen.com/storage/users/225387/images/system/225387.jpg",institutionString:"Assiut University",institution:{name:"Assiut University",institutionURL:null,country:{name:"Egypt"}}}]},{id:"8",title:"Bioinspired Technology and Biomechanics",keywords:"Bioinspired Systems, Biomechanics, Assistive Technology, Rehabilitation",scope:'Bioinspired technologies take advantage of understanding the actual biological system to provide solutions to problems in several areas. Recently, bioinspired systems have been successfully employing biomechanics to develop and improve assistive technology and rehabilitation devices. The research topic "Bioinspired Technology and Biomechanics" welcomes studies reporting recent advances in bioinspired technologies that contribute to individuals\' health, inclusion, and rehabilitation. Possible contributions can address (but are not limited to) the following research topics: Bioinspired design and control of exoskeletons, orthoses, and prostheses; Experimental evaluation of the effect of assistive devices (e.g., influence on gait, balance, and neuromuscular system); Bioinspired technologies for rehabilitation, including clinical studies reporting evaluations; Application of neuromuscular and biomechanical models to the development of bioinspired technology.',annualVolume:11404,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/8.jpg",editor:{id:"144937",title:"Prof.",name:"Adriano",middleName:"De Oliveira",surname:"Andrade",fullName:"Adriano Andrade",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRC8QQAW/Profile_Picture_1625219101815",institutionString:null,institution:{name:"Federal University of Uberlândia",institutionURL:null,country:{name:"Brazil"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",fullName:"Hitoshi Tsunashima",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTP4QAO/Profile_Picture_1625819726528",institutionString:null,institution:{name:"Nihon University",institutionURL:null,country:{name:"Japan"}}},{id:"425354",title:"Dr.",name:"Marcus",middleName:"Fraga",surname:"Vieira",fullName:"Marcus Vieira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003BJSgIQAX/Profile_Picture_1627904687309",institutionString:null,institution:{name:"Universidade Federal de Goiás",institutionURL:null,country:{name:"Brazil"}}},{id:"196746",title:"Dr.",name:"Ramana",middleName:null,surname:"Vinjamuri",fullName:"Ramana Vinjamuri",profilePictureURL:"https://mts.intechopen.com/storage/users/196746/images/system/196746.jpeg",institutionString:"University of Maryland, Baltimore County",institution:{name:"University of Maryland, Baltimore County",institutionURL:null,country:{name:"United States of America"}}}]},{id:"9",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. 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